COURSES IN TESOL (TESL)

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401 INTRODUCTION TO ENGLISH LINGUISTICS FOR TESOL (4 credits) offered Spring, Fall

In this course, you will explore the structure, history, and use of English with emphasis on their application to the teaching of ESL.  An outline of basic linguistic aspects of language (phonology, syntax, semantics and pragmatics) and their historical, geographical and social variation will provide a foundational understanding of language for later TESOL courses. Students will be able to:

     ·  demonstrate an understanding of how linguistic and cultural concepts
        relate to language learning and teaching
     • use the phonetic alphabet for English
     ·  use linguistic terminology correctly
     ·  demonstrate an appreciation for world languages and cultures

Students who have successfully completed an equivalent introductory linguistics course may replace TESL 401 with TESL 403 with permission of the program director.   

403 APPLICATIONS OF LINGUISTICS TO TESOL (1 credit)  offered any quarter

Prereq: permission of program director.  A one-credit version of TESL 401 for students who have successfully completed an equivalent course in introductory linguistics.    

402 ENGLISH GRAMMAR FOR TESOL (5 credits) offered Winter, Summer

Prereq: TESL 401 or permission. In this course, you will explore the fundamentals of English syntactic structure with emphasis on its application to teaching of ESL.  The course includes demonstration and practice in explaining and presenting key structures.  Although it is impossible to learn all of English grammar in one class, by the end of the course students will be able to:

• determine a student’s grammatical error
• name it
• develop a plan to teach an acceptable grammar in a communicative way

Participants get a chance at real-life application in a required embedded practicum with English language learners. Students who have successfully completed a course in English syntax may replace TESL 402 with TESL 445 (2 credits) with permission of the 402 instructor.
 

410 SECOND LANGUAGE ACQUISITION THEORY FOR TESOL (4 credits) offered Fall, Spring

Prereq: admission to TESOL program or permission of instructor; TESL 401 recommended.  The goal in this course is to explore the complex and fascinating world of language learning.  We will examine current trends and issues in second language learning (SLA), theoretical notions and research in the study of language and the language learner, the process of acquisition, and the interaction of the agent, learner, language, and the learning context.  This course will aid in developing awareness of how SLA theory and research apply to specific language learning and teaching environments and in evaluating the hypotheses scholars have formed to try to answer questions related to SLA.  The student will be able to:

• describe SLA research, theoretical trends, hypotheses, and pedagogical implications
• interpret what processes take place when a learner is learning a second language
• compare and contrast how learning a new language differs from learning a first language
• identify SLA process and language learning/teaching practices
• evaluate the role of instruction in second language learning
• formally present the challenges of learning languages, including why many learners do not reach the proficiency level they would like to reach in the target language
• compare how assessment and evaluation of language proficiency differs for elementary, secondary, and adult learners

TESL 410 students are expected to tutor an individual English language learner and analyze related second language acquisition topics


420 METHODS AND MATERIALS FOR BASIC COMMUNICATION (5 credits) offered Fall, Summer

Prereq: admission to TESOL program or permission of instructor; TESL 401 recommended. The first in a three-part series of TESOL methodology courses, this course emphasizes to the best practices in teaching English as a second language to students with beginning to low-intermediate proficiency in English, when the teacher may not share a language with the student. Students will be able to:   

• recognize and employ effective strategies for increasing communicative competence in English
• adapt speech and use visuals to make language comprehensible to the learner
• recognize, and then develop, well-sequenced lesson plans for different ages and programs
• justify instructional choices

 Guidance in the evaluation, development, and use of creative materials, including media-based materials. Required participation in practicum with English language learners.


421 METHODS AND MATERIALS FOR ACADEMIC LANGUAGE PROFICIENCY (5 credits) offered Winter, Summer

Prereq: TESL 420 or permission of instructor; TESL 401 recommended.  An expansion on theoretical and practical concerns in teaching English as a second language to students with intermediate to advanced proficiency in English.  Emphasis on innovative approaches to the teaching of literacy within a communicative framework, with particular focus on structure, reading, writing, and culture in academic content areas.  Students will be able to:    

• prepare materials and demonstrate strategies to help ELLs transition from the use of social language (BICS) to the more formal academic vocabulary and register (CALP).
• include and support both content and language objectives in lesson planning
• sequence lessons and provide clear comprehensible input for a content-based lesson in such a way as to scaffold learning for the ELL
• create plans for how to establish partnerships with families and communities that enhance the educational experience of their students

 Guidance in the evaluation of textbooks and the development and use of creative materials, including media-based materials. Required participation in practicum with English language learners.


425 METHODS AND PROGRAMMING FOR THE BILINGUAL CLASSROOM (5 credits) offered Spring                          

Prereq:TESL 410, 421, or permission of instructor.  Participants extend their knowledge of second language acquisition, instructional methods, and assessment techniques to effectively teach within bilingual models of instruction. Students will be able to:

• Examine effective practices and strategies for planning, implementing, adapting, and modifying curriculum and instruction in a variety of bilingual education models
• Design an assessment plan that includes both formative and summative evidence of learning for a specific classroom

• Identify culturally responsive instruction
• Create a thematic, integrated unit of study in English and the second language of instruction

430 SEMINAR AND PRACTICUM IN TESOL (4 credits) offered any quarter

Prereq: TESL 401, 410, 420, 421; 410 can be taken concurrently. Supervised teaching of ESL in public school, adult education, and university programs. International placements available. Includes a weekly seminar to discuss observations, materials and teaching strategies. S/U grading. Repeatable.  Students will be able to:

• demonstrate ability to collaborate professionally with a classroom teacher, administrators and other educational staff to support student language development
• plan lessons that meet the sheltered instructional observation protocol (SIOP) standards
• work with a wide range of resources and technologies and choose, adapt, and use them in effective ESL teaching
• undertake language proficiency assessment 
• demonstrate the ability to work effectively in classroom settings with English language learners
• reflect on classroom, school and community experiences as they apply them to personal development as a teacher and to programs for ELL learners

431 SEMINAR AND PRACTICUM IN BILINGUAL EDUCATION (5 credits) offered Spring and by arrangement

Prereq: TESL 402, 410, 421, 425 (425 may be taken concurrently with permission of director).  Supervised teaching in content-based ESL, as well as teaching content coursework presented in a second language of instruction. Weekly seminar focuses on working cooperatively and effectively in bilingual instructional settings, and discussion of observations, materials, and teaching strategies. S/U grading. Students will be able to:

• use evidence-based research related to bilingual education to inform classroom practice.
• demonstrate linguistic and cultural competencies in the preparation of lessons, materials, and assessments in English and the second language of instruction.
• demonstrate awareness and an appreciation of the student’s cultural identity and its effects on language learning and school achievement.
• demonstrate culturally responsive teaching.